Lesson Plan
● Class nº _ : October 10, 2023.
● Duration: 50 minutes.
● Level and Form: 5th Grade, Primary School
● School:
● Teacher in charge: Axel Barreto Cores
● Lesson type: Structurally based.
Teacher´s bibliography: Google Images. (2023). Diverse Family Structures.
Trainee´s bibliography:
Personal needs:
● Foster a comfortable rapport with students while maintaining respect.
● Be able to generate a comfortable relationship with my students without losing their respect.
● Manage vocabulary.
● Encourage active student participation.
● Assess and correct mistakes constructively.
● Promote critical thinking.
Contents:
● Structure/s: Old/New
"In her family, she has got a sister and two brothers, while I have got two sisters and
a brother."
“My brother is younger than me”
“My dad is older than my mother”
● Lexis: Old/New
Comparative adjectives (e.g., "bigger," "smaller," "older," "younger").
Possessive auxiliary verbs "Have, has."
● Function/s:
- We/They/You Have got
- He/She/It Has got
Pre-required contents:
Old vocabulary / Structures / Functions
-Family members vocabulary (mom, dad, sister, brother, grandmother, grandfather).
-Demonstratives "this" and "that."
-Plural and singular pronouns.
-Some Adjectives knowledge
Predicted problems:
-Students struggling with sentences involving comparisons.
-They may be curious about unconventional family structures and ask challenging questions.
-Students might need guidance on constructing comparative sentences.
Resources:
-Images of different types of families.
-Images with comparatives and adjectives
Objective of the class: To introduce the comparatives content with the family topic as example
Procedure
Warm up: Ask students about the differences between their family members and encourage them to
make comparisons
Aim: Encourage students to analyze and articulate differences and similarities in their families.
Skills: Speaking and critical thinking.
Kind of interaction: teacher –students.
Integration moment: Evaluate students' grasp of advanced vocabulary and assess their ability to
compare and perceive.
Aim: Maintain a comfortable and respectful environment while stimulating participation.
Skills: Speaking and listening.
Kind of interaction: teacher – students.
Lead in: Challenge students to express their family dynamics and any differences between their own and
others' families.
Aim: Maintain a comfortable and respectful environment.
Skills: Speaking, listening, and thinking.
Kind of interaction: student – student.
Teaching moment:
I am going to introduce the new vocabulary by using pictures, drawings, basic structure and examples of the
classroom.
Aim: Stimulate student participation and introduce advanced vocabulary and sentence structures.
Skills: Listening
Kind of interaction: Teacher – Students.
Checking of understanding: Have students construct comparative sentences about their
families, explaining differences or similarities.
Aim: Encourage students to form complex sentences and explain their family dynamics.
Skills: Speaking, thinking, and listening.
Kind of interaction: Students – Teacher.
Practice:
In pairs, students will compare and contrast their own families, creating complex sentences to describe
different family members and dynamics.
Aim: Enable students to construct detailed comparative sentences and engage in thoughtful discussions.
Skills: Writing, speaking.
Kind of interaction: Student – student.
Round up: Have students share their comparative sentences and summarize key vocabulary, fostering
discussion.
Aim: Motivate students to participate, share their knowledge and production.
Skills: Speaking and listening.
Kind of interaction: Students – Teacher.
